The document outlines the principles of open education and the role of open educational resources (OER) and practices (OEP) in enhancing access to education. It discusses copyright policies at the University of Cape Town (UCT) that support academics in retaining rights to their teaching materials and encourages the use of Creative Commons licenses for sharing resources. The document also provides guidance on evaluating and adapting OER while emphasizing the importance of open licensing in fostering collaborative educational practices.

1. Glenda Cox
glenda.cox @uct.ac.za
Rethinking
your awareness
of Copyright
and open
licenses

2. Transition to Library (2014
ongoing)- Advocacy
Management (2010-2014)
Research
PhD 2013-2016
Dr Glenda
Cox

3. Open
Education
at
UCT
Scholar
Scholar
Scholar
Student
Scholar
Community
2018-
2007
2008
2009
2010
2011
2012
2013
2014
2015
2016
VC Student
OER Project
Health OER
Project

4. Disclaimer
Initiated as a three-year (2018–2021) research, advocacy and implementation project funded by the
Canadian IDRC, following in wake of Research on Open Educational Resources for Development
(ROER4D) and other CILT open education initiatives (since 2007). Now an institutionally funded
initiative.
Glenda Cox, PI, Michelle Willmers, Publishing & Implementation Manager, Bianca Masuku,
Researcher
Digital open textbooks for Development
(DOT4D)

5. What you would like to learn from this
webinar:
PetroSoldi
https://creativecommons.org/licenses/by-
sa/4.0/

6. Webinar
outline
Explaining some but not all of the
many Opens: Open Education, OERs,
Open textbooks and OEP
Creative commons open licenses

7. Open Education is part of the
“Open Movement”
The Open Movement
Open Source Software
Open Access
Open Licences
Open Science
Open Society
BY Cheryl Hodgkinson-Williams

8. Open
Education (OE)
Open Education is a movement to make education
accessible to all (Cape Town Open Education Declaration)
Broad view of education, beyond institutions
Collective term that is used to refer to many practices &
activities that have both openness & education at their
core.

9. Open Educational
Resources (OERs)
Teaching, learning, and research
resources that reside in the public
domain or have been released under
an intellectual property license that
permits their free use or repurposing
by others (Wiley, 2010).

11. Open Educational Practices (OEP)
“Open educational practices (OEP) is a broad descriptor of practices
that include the creation, use, and reuse of open educational
resources (OER) as well as open pedagogies and open sharing of
teaching practices” (Cronin, 2017).

12. Towards open educational practices…

14. Why OE matters?
Need for accessible and FREE resources
Don’t have to re-invent the wheel - better use of time
Need for localised materials, transforming the curriculum
Encourages us to reconsider our teaching and learning approaches
Colleagues & students can become co-creators

16. COPYRIGHT AND
CREATIVE
COMMONS
LICENSING

17. IP policy at UCT
● UCT is one of the five universities in the country where academics are allowed to retain copyright over their teaching materials
and thus turn them into OER.
● As the UCT IP Policy states:
● UCT automatically assigns to the author(s) the copyright...in...course materials, with the provision that UCT retains a perpetual,
royalty-free, nonexclusive licence to use, copy and adapt such materials within UCT for the purposes of teaching and or research.
(UCT, 2011, p.15)
● The policy goes on to state that “UCT supports the publication of materials under Creative Commons licences to promote the
sharing of knowledge and the creation of Open Education Resources. UCT undertakes certain research projects that seek to publish
the research output in terms of a Creative Commons licence” (UCT, 2011, p.15).
● This opportunity is further reinforced by UCT’s Open Access Policy which promotes “the sharing of knowledge and the creation
of open education resources” (UCT, 2014, p.3).
● Plus: OpenUCT Institutional Repository, OER grants for scholars who want to turn their teaching materials into OER, the regular
OER workshops and training sessions held by the Centre for Innovation in Learning and Teaching (CILT) and the legal advice
scholars can obtain when licensing their materials as OER.

18. A collection of exclusive rights, given to creators and
authors to protect their original works
Definition of copyright

19. All rights reserved
May not reproduce
Fair use / Fair dealing for
classroom use
Permission / royalty
payments for reproduction
May not use on the Internet

21. Traditional © designed
for old distribution
models
The problem:

22. "Legal, copyright and IP is
everyone's business". Laura
Czerniewicz. #OASymp2016 @ROER4D
@CILT_UCT

23. Alternative copyright licensing
Previously copyright was binary: All rights retained or public
domain
Now alternative licensing options such as the GNU General Public License
(mostly used for opensource software)
and Creative Commons provide a range of options where
Some rights are reserved
Public
Domain
Copyright©
Public
Domain
Some rights reserved Copyright©

24. Creative Commons licensing
Creative Commons is an internationally recognised and legally enforced licensing framework for
intellectual property that works alongside copyright law. By applying CC licenses to any copyrighted
work, a rightsholder can preemptively waive any or all of the exclusive rights codified in the copyright law of
that country.
Any “work of authorship” is automatically placed under copyright protection once it is made tangible.
Licensing makes it possible to share intellectual property in the manner that the rightsholder sees fit.
Source:
https://library.llcc.edu/OER/CreativeCommons#:~:text=Creative%20Commons%20is%20a%20l
icensing,codified%20in%20the%20copyright%20law.

26. Attribution
Attribution - NonCommercial - NoDerivs
Attribution - NonCommercial - ShareAlike
Attribution - NonCommercial
Attribution - NoDerivs
Attribution - ShareAlike
*CC0 (public domain dedication)
Creative Commons licenses

27. Some rights reserved but sharing made
easy and legal.
•Creators have choice

28. Summary - Open Licenses

29. Image by Foter
(CC-BY-SA)

30. Practice game
https://course.oeru.org/oerdsc/copyright-and-licensing/remix-
game/introduction/

31. • If resource falls under copyright protection, either:
o Recreate the resources using office or online tools
o Replace the resource with a similar resource by
finding an open source alternative or by creating your
own resource
o Obtain permission from the author, publisher, editor,
organization who holds the copyright
o Reconsider if the resource is really necessary
o Nice resource: https://observatory.tec.mx/edu-bits-
2/three-steps-to-become-author-of-open-educational-
resources
Evaluating the media resources within your resource

32. ◻ Copyright of
⬜ pictures
⬜ graphics
⬜ texts
Understand the rights of copyright
holders
Take care to check

33. Best Practices for Attribution: (TASL)
✓ Title
✓ Author
✓ Source – Link to work
✓ License – Name + Link
House of Knowledge Variation1 by Adrien Sifre CC BY-
NC-ND

35. •Licensing your work is easy. No
registration is required.
•You simply add a notice that your
work is under CC BY.
•Here’s how you do that →

39. Paste where you usually put CC
info
Copyright and Creative Commons by Glenda Cox is licensed under a Creative Commons Attribution 4.0
International License.

40. What we have learnt:
●Sharing OER requires more than simply a facility for sharing
●Requires change in academic practices
●Academics generally want to get involved (sharing knowledge is
●for many second nature)
●Need to understand affordances and Creative Commons
●Shift question from:
○‘why should I share my educational content?’
to
○‘how can I stay in control of the process of my educational
content being shared?’ (Butcher, 2010)
● Butcher, N (2010) Open Educational Resources and Higher Education.
● http://oerworkshop.weebly.com/documents‐and‐papers.html

41. What to consider when you create your
teaching materials or share them on the
internet?
●When you use images or other people’s materials make sure they
are creative commons licensed.
●And consider how the content you share online is licensed for
use by others.

43. Where to find them:
OER collections and repositories
Africa Veterinary Information Portal
OER Africa
SAIDE
FundaOER
Unisa Open
OpenUCT
UCT Open Content Finder
Global OER Map
Lumen Learning
Merlot
MIT OpenCourseware & YouTube channel
OER Commons
OERu
Open Learn
Open Textbook Library
OpenStax
Orange Grove OER Repository
Saylor Academy Open Textbooks

45. Read about the journeys these
academics went on in developing
their open textbooks; including
their motivations, challenges,
insights around working with
students and sustainability factors.
https://openbooks.uct.ac.za/uct/ca
talog/book/37

46. “Open is a gift on offer. Like any gift, it is up to
you whether you think it is worthwhile to
accept it. We only ask that you consider”
(Biswas-Diener & Jhangiani, 2017:6)

47. Credits
Some of Open slides by Nicola Pallit @nicolapalitt
Slides inspired by the presentations of Paul Stacey and the Open
Professionals Education Network (OPEN).
See Paul Stacey’s OER presentations at:
http://www.slideshare.net/pstacey
See also the “Find OER” site by the Open Professionals Education
Network (OPEN): https://open4us.org/find-oer/

48. How: via general search
How to find OER
via search engines

49. How: via general search (Google Advanced Search)
http://www.google.com/advanced_search

50. How: via general search (Google Advanced Search)
http://www.google.com/advanced_search

51. How: via general search (Google Advanced Search)
http://www.google.com/advanced_search

52. How: via general search (Google Advanced Search)
http://www.google.com/advanced_search

54. How: via photo/image search (Google Advanced Image
Search)
http://www.google.com/advanced_image_search

55. How: via video search (YouTube through CC Search)
YouTube
via
http://search.creativecommons.org/

56. Where: general OER directories
www.oerafrica.org/
https://amser.org
/
http://serc.carleton.edu/index.html
www.readwritethink.org/
https://p2pu.org/en/
www.saylor.org
/
www.klascement.net/?hl=en

57. Where: Recorded lectures & video tutorial platforms
www.khanacademy.org
/
http://ocw.mit.edu/courses/audio-video-courses/
http://webcast.berkeley.edu
/
http://oyc.yale.edu
/
www.openculture.com/freeonlinecourses
https://itunes.apple.com/us/app/itunes-u/

58. Where: Open Book/Textbook directories
www.gutenberg.org/
www.openculture.com/free_textbooks
www.intratext.com
/
www.siyavula.com
/
www.ck12.org/
www.collegeopentextbooks.org/
http://openstaxcollege.org/
http://open.bccampus.ca/

59. Where: Presentation sources
www.slideshare.net/
https://speakerdeck.com/
www.slidesnack.com/
www.authorstream.com/share-presentations-
online/

60. Where: Simulation and animation sources
www.bitstrips.com/
http://xkcd.com/
https://phet.colorado.edu/
http://bestanimations.com/

61. Where: Modular course components
www.wikiversity.org
/
www.curriki.org/
http://cnx.org/
www.merlot.org/merlot/index.htm
http://wikieducator.org/Main_Pag
e
www.jorum.ac.uk/

62. Sharing our takeaways
What did you learn?
What can you use?

64. Find & evaluate an OER
Criteria Do they meet the
criteria?
(YES, NO, Partially)
Issues for adapting
Appropriate
content
How closely does the content match:
● your course objectives / activity learning outcomes
● the needs of your students * less close match = more adaptation
Local context What changes (if any) will be needed in order to reflect local concepts, terminology and
ways of doing things? Are there any topics that need to be included?
Up-to-date How up-to-date are the materials you want to adapt?
How long will it be before your materials needs updating?
Accurate and
authoritative
Too many inaccuracies means more adaptation.
Does the OER match subject matter expertise at the right level in your discipline?
Prior knowledge
or skills
If the prior knowledge assumed is more than your learners will have, then you may need
to produce a pre-course supplement to bring your learners up to the starting point of the
course.
Appropriate
Language Level
For example, is the vocabulary appropriate and are the sentences not too long or
complex? If you will need to translate the text, will this present any special problems?
Learning Activities If the activities are few or of poor quality, you will have to create new ones.